Today at the Celebration of Teaching & Learning Conference, the NYC iSchool discussed howÂ it is changing pedagogy and is utilizing 21st century tools to differentiate and individualize instruction, as well as monitor mastery learning for high school students.

What makes this concept unique is iSchool’s approach to prepare students for college and to the global changes in the work environment. Â Traditional classes are conducted along with increased virtual interaction, and self-selected coursework.

In addition to online courses used to prepare students for New York State exams,Â other learning opportunities include AP courses via Skype, andÂ modules based on student suggestions that teachers create and offer as courses. Â

Modules are interdisciplinary challenge-based courses. They last nine weeks. Modules are not like project-based learning which is mapped back to a curriculum, but are about real-life problem solving.

Technology supports the instructional vision of the school. Some of these technology tools include video conferencing, mobile devices, laptops, interactive whiteboards, Moodle LMS, and virtual desktops.

The school reports that students earn over 10 credits per year and that 45% of the students complete all five regents exams in their first two years.

Thank you to Donna Colavolpe from Half Hollow Hills School District in NY,Â for a Social Studies project idea that is a shining example of 21st Century teaching and learning. Â Donna’s fourth grade class in NY used e-pals.com to connect and share information with another fourth grade class from St. Louis,Â Missouri.

Step 1: The children began by writing introductory letters to each other. Then, they began comparing their lives to the lives of the Missouri students. Students used Google Earth to observe New York and Missouri. They wrote back and fourth to each other approximately twice a month.Â They learned about each other’s likes, dislikes, hobbies, schools, friends and even holiday celebrations.

Step 2: The students researched everything about their home state using websites that were teacher chosen and attached to the class e Board. The sites were differentiated according to readability and included videos as well.Â As they acquired information, they took notes in an Excel spreadsheet.Â They also used digital cameras to take pictures of the plants and animals that they observed in their own backyards.

Step 3: The students used their notes to create paragraphs for a Power Point presentation.Â These presentations were shared in class and also attached to the class e Board to share with others. Then the students attached their Power Points to an email to their pen pals.Â The children in both classes wrote personal narrativesÂ and published their narratives in Word and emailed them to their pen pals.

Step 4: With the use of Skype and web cams, the students in both classes finally met and were able to speak to each other face to face. They took turns asking their e pals questions and sharing what their favorite part of this learning experience was.

*Another option/modification for ELLs:Â Have ELL students connect with students from their home countries so that they can compare and contrast their new home with their country of origin.